The researchers understood the need in a business program to incorporate critical thinking into the entire curriculum. The researchers developed a pedagogical method to address the need for critical thinking practice in the classroom. The “Student Self-Initiated Challenge of Examination Questions” (SSCEQ) is a new approach that seamlessly incorporates the development of critical thinking skills with no loss of time to cover the course material. This method permits students to identify and challenge objective examination items such as true/false and multiple choice questions in written form directly on their examinations during testing and orally in class after the examinations are scored and returned. The opportunity to improve their grade
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Using a 360-degree feedback methodology, the goal of the curriculum design was to ensure teachers asked questions in a format students understood about the material to develop a platform for pulling important information from a conversation to seek clarification and be able to ask for additional information if needed. This style of learning matches the circumstances students will encounter in their future professions. Each client and case is unique to the individuals involved; business and the legal professions demand critical thinking and reasoning skills to address this uniqueness. Professionals must be able to process and react to a constantly changing environment. The ability of business and legal professionals to use critical thought ensures strategic thinking to address the increasingly tumultuous legal and business …show more content…
The courses to which this curriculum was applied involve freshman to junior level students. The freshman level course was: “Introduction to Paralegalism & Ethics.” The sophomore level courses include: “Legal Environment of Business,” “Legal Research & Writing I,” “Civil Procedure & Litigation I,” and “Civil Procedure & Litigation II.” The junior level courses included: “Survey of the Legal Environment of Business” and “Criminal Procedure & Litigation
Using a 360-degree feedback methodology, the goal of the curriculum design was to ensure teachers asked questions in a format students understood about the material to develop a platform for pulling important information from a conversation to seek clarification and be able to ask for additional information if needed. This style of learning matches the circumstances students will encounter in their future professions. Each client and case is unique to the individuals involved; business and the legal professions demand critical thinking and reasoning skills to address this uniqueness. Professionals must be able to process and react to a constantly changing environment. The ability of business and legal professionals to use critical thought ensures strategic thinking to address the increasingly tumultuous legal and business …show more content…
The courses to which this curriculum was applied involve freshman to junior level students. The freshman level course was: “Introduction to Paralegalism & Ethics.” The sophomore level courses include: “Legal Environment of Business,” “Legal Research & Writing I,” “Civil Procedure & Litigation I,” and “Civil Procedure & Litigation II.” The junior level courses included: “Survey of the Legal Environment of Business” and “Criminal Procedure & Litigation